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All Journal Psychology, Evaluation, and Technology in Educational Research
Anwar Manahor
International Islamic University Malaysia
Computer Science & IT Education Social Sciences

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Meta-analysis study: The effect of the independent curriculum integrated project based learning model on student learning outcomes in natural science materials Yayat Suharyat; Desy Desy; Tomi Apra Santosa; Aulia Sofianora; Anwar Manahor
Psychology, Evaluation, and Technology in Educational Research Vol. 5 No. 2 (2023): Article in Progress
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v5i2.164

Abstract

The purpose of this study was to analyze the effect of the project-based, integrated learning model of the independent learning curriculum on student learning outcomes. This type of research is a type of meta-analysis research. The data source comes from an analysis of 15 national and international journals indexed by SINTA, Copernicus International, and DOAJ. The search for data sources comes from the Google Scholar database and the Eric Journal. The data collection technique is a direct observation technique that involves tracing articles that have a relationship with the research variables. The search keywords for data sources are the PjBL learning model, independent curriculum, and learning outcomes. The data analysis technique is a quantitative statistical technique, with the help of the OpenMEE application. Data analysis was performed by calculating the effect size, standard deviation, average, and N-gain values. The results of the study concluded that the PjBL learning model integrated with the independent curriculum had a significant influence on student learning outcomes. This can be seen from the effect size value of 2.67, SD of 6.03, average student score of 89.56, and N-Gain of 4.20. The use of the PjBL model in the independent curriculum benefits both teachers and students as they prepare for the twenty-first century. In order to implement the Pjbl model in schools, teachers must be professionals
The effect of flipped classroom based on team games tournament on mathematics problem-solving ability Robbyah Muhyi Dianty; Yurniwati Yurniwati; Ika Lestari; Anwar Manahor
Psychology, Evaluation, and Technology in Educational Research Vol. 5 No. 2 (2023): Article in Progress
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v5i2.170

Abstract

The study aimed to determine the effect of flipped classroom modified Teams Games Tournament (TGT) on mathematics problem-solving skills in terms of self-regulated learning in students. This research is a type of quantitative research with the quasi-experimental method. The population in this study came from Krunjo State Elementary School, Tangerang Regency. The research sample came from two classes, namely class III A (experimental class) and class III B (control class), totaling 46 students. The sampling technique was cluster sampling. Data analysis is quantitative statistical analysis with the Two Way Anova test with the help of the JAMOVI application. The results of this study showed: 1) there is an effect of flipped classroom learning modified Team Games Tournament (TGT) on students' math problem-solving can be seen from the results of Two Way Anova p-value < α, namely the value of 0. 006 < 0.05; 2) There is a significant interaction between students who learn with flipped classroom modified Team Games Tournament (TGT) on students' mathematical problem-solving ability can be seen from the p-value < α, namely the value of 0.045 < 0.05. 3) There is a difference between students who learn with flipped classroom modified Team Games Tournament (TGT) in terms of high self-regulated learning can be seen from the value of p- tukey> α or 0. 023 < 0.05.
Co-Authors Aulia Sofianora Desy Desy Ika Lestari Robbyah Muhyi Dianty Tomi Apra Santosa Santosa Yayat Suharyat Yurniwati Yurniwati